Approaches to community-based learning using ICT shared at UNESCO workshop
14-10-2005 (New Delhi)
The presentation of a simple, innovative literacy tool in use in UNESCO-supported community learning centres in Tamil Nadu was presented at a UNESCO workshop on ICTs for Community Empowerment, held in Chennai, India, last week.
“You can clearly see how ICTs have facilitated this learning process. In a relatively short period of time, people who were unable to spell even their own names are now able read and write simple sentences,” explained P. Thamazoli, a programme officer from M.S. Swaminathan Research Foundation, referring to the tool.
These innovative learning techniques were highlighted in The centres' literacy learners are creating their own study materials using digital cameras and computers. Individualised ‘curricula’ are based around images of the learners’ daily lives – their homes, family members, surroundings and common articles – which in turn are linked to learning objects, like letters and numbers. For example, the letter 'a' might be paired with a photograph of a learner's amma (mother). Associated images and letters are then compiled into digital slide presentations, which are stored on the centres’ computers, on the learners' own CDs and in print formats; all of which the learners then use to practice and build their basic literacy skills.
“What struck me was the intensity with which other community members watched as their peers’ demonstrated their new literacy on the slide show. Some of the others were even mouthing the words on the screen themselves. It is a very good example of how ICTs and multimedia can attract and empower learners and enhance non-formal education,” reflected H. A. Hakeem, UNESCO education programme specialist, speaking about a demonstration at a CLC in a small dalit (so-called 'low' caste) village near Madurai in Tamil Nadu in South India.
These innovative learning techniques were highlighted in a UNESCO workshop on ICTs for Community Empowerment, held in Chennai, October 3-7. The workshop, jointly organised by UNESCO Bangkok and UNESCO New Delhi, is an intersectoral collaboration between UNESCO’s Education and Communication/Information sectors. The meeting brought together roughly forty representatives of UNESCO-supported community multimedia and learning centres from fourteen countries in Central, East, South and Southeast Asia.
UNESCO’s Community Learning Centre (CLC) programme promotes learning through grassroots facilities and activities with some CLCs in the region piloting the integration of ICT facilities and multimedia applications to support non-formal education. UNESCO’s Community Multimedia Centre (CMC) programme combines traditional and new technologies - for example radio and television with internet and CD-ROMs - to enrich and extend the impact of information and communication at the local level. For many CMCs, supporting both formal and non-formal education using their multimedia facilities is a priority… and a challenge. The joint CMC-CLC workshop focused on sharing and synergising experiences between community multimedia and learning centres and strategising means for collaboration, particularly in areas related to local content.
“We have learned about how ICTs can be creatively used and how they are a common link between media and learning centres. Capacity building and closer integration with the community are critical issues for the future of these programmes. We also have concrete examples of how ICTs can help fight poverty and the potential of community-based ICT approaches to accommodate diversity,” commented participants in their evaluation of the workshop.
UNESCO plans to continue sharing experiences following the workshop and to increase collaboration between community-based learning and multimedia facilities, particularly in the
UNESCO plans to continue sharing experiences following the workshop and to increase collaboration between community-based learning and multimedia facilities, particularly in the area of content development and sharing.
These innovative learning techniques were highlighted in The centres' literacy learners are creating their own study materials using digital cameras and computers. Individualised ‘curricula’ are based around images of the learners’ daily lives – their homes, family members, surroundings and common articles – which in turn are linked to learning objects, like letters and numbers. For example, the letter 'a' might be paired with a photograph of a learner's amma (mother). Associated images and letters are then compiled into digital slide presentations, which are stored on the centres’ computers, on the learners' own CDs and in print formats; all of which the learners then use to practice and build their basic literacy skills.
“What struck me was the intensity with which other community members watched as their peers’ demonstrated their new literacy on the slide show. Some of the others were even mouthing the words on the screen themselves. It is a very good example of how ICTs and multimedia can attract and empower learners and enhance non-formal education,” reflected H. A. Hakeem, UNESCO education programme specialist, speaking about a demonstration at a CLC in a small dalit (so-called 'low' caste) village near Madurai in Tamil Nadu in South India.
These innovative learning techniques were highlighted in a UNESCO workshop on ICTs for Community Empowerment, held in Chennai, October 3-7. The workshop, jointly organised by UNESCO Bangkok and UNESCO New Delhi, is an intersectoral collaboration between UNESCO’s Education and Communication/Information sectors. The meeting brought together roughly forty representatives of UNESCO-supported community multimedia and learning centres from fourteen countries in Central, East, South and Southeast Asia.
UNESCO’s Community Learning Centre (CLC) programme promotes learning through grassroots facilities and activities with some CLCs in the region piloting the integration of ICT facilities and multimedia applications to support non-formal education. UNESCO’s Community Multimedia Centre (CMC) programme combines traditional and new technologies - for example radio and television with internet and CD-ROMs - to enrich and extend the impact of information and communication at the local level. For many CMCs, supporting both formal and non-formal education using their multimedia facilities is a priority… and a challenge. The joint CMC-CLC workshop focused on sharing and synergising experiences between community multimedia and learning centres and strategising means for collaboration, particularly in areas related to local content.
“We have learned about how ICTs can be creatively used and how they are a common link between media and learning centres. Capacity building and closer integration with the community are critical issues for the future of these programmes. We also have concrete examples of how ICTs can help fight poverty and the potential of community-based ICT approaches to accommodate diversity,” commented participants in their evaluation of the workshop.
UNESCO plans to continue sharing experiences following the workshop and to increase collaboration between community-based learning and multimedia facilities, particularly in the
UNESCO plans to continue sharing experiences following the workshop and to increase collaboration between community-based learning and multimedia facilities, particularly in the area of content development and sharing.
Related themes/countries
· Information and Media Literacy: News Archives 2005
· News Archives 2005
· India: News Archive 2005
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